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<p>Although drawing is a&#xa0;fundamental form of acquisition, expression, and communication, it receives little attention in the current Education for Sustainable Development (ESD) discourse. This article presents the results of a&#xa0;content-structuring qualitative content analysis of drawing tasks in general studies textbooks. Out of 370 identified drawing tasks, 56&#xa0;are categorized as ESD-relevant, of which only 20 can be considered as drawing tasks in the strict sense. The results indicate that drawing predominantly focuses on dealing with natural ressources and on questions of social coexistence. From an epistemic perspective, subject-oriented learning contexts and the development of one’s own ideas hold significant importance, making the tasks compatible with ESD competence models and facilitating critical reflection and creative problem-solving. However, the research also shows a&#xa0;limited use of the drawing potential, as many subject areas remain unaddressed and epistemic opportunities of drawing are not utilized. This analysis highlights the importance of drawing-based learning in the context of ESD and opens up points of reference for didactic developmental research on drawing and its stronger integration in teacher education.</p>

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Lernpotenziale des Zeichnens für BNE – eine empirische Bestandsaufnahme zu Zeichenaufgaben in Sachunterrichtslehrwerken

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月7日

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  • Heiner Oberhauser

摘要

Although drawing is a fundamental form of acquisition, expression, and communication, it receives little attention in the current Education for Sustainable Development (ESD) discourse. This article presents the results of a content-structuring qualitative content analysis of drawing tasks in general studies textbooks. Out of 370 identified drawing tasks, 56 are categorized as ESD-relevant, of which only 20 can be considered as drawing tasks in the strict sense. The results indicate that drawing predominantly focuses on dealing with natural ressources and on questions of social coexistence. From an epistemic perspective, subject-oriented learning contexts and the development of one’s own ideas hold significant importance, making the tasks compatible with ESD competence models and facilitating critical reflection and creative problem-solving. However, the research also shows a limited use of the drawing potential, as many subject areas remain unaddressed and epistemic opportunities of drawing are not utilized. This analysis highlights the importance of drawing-based learning in the context of ESD and opens up points of reference for didactic developmental research on drawing and its stronger integration in teacher education.